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Scooped by
EDTECH@UTRGV
onto Educational Technology News Today, 10:10 AM
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A resource to help students build safe, ethical, and effective habits when using Generative AI. offering a structured way to reflect on their current use, recognize where GenAI is supporting their learning, and identify when they are over-relying on the technology.
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Watch this video to learn more about the fully online, accelerated, project-based Master of Education in Educational Technology at the University of Texas Rio Grande Valley. For more information, visit: https://www.utrgv.edu/edtech/index.htm
EDTECH@UTRGV's insight:
This 30-hour accelerated program designed to prepare persons in K-12, higher education, corporate, and military settings to develop the skills and knowledge necessary for the classrooms and boardrooms of tomorrow. Students in this program have the opportunity to earn one or more graduate certificates in E-Learning, Technology Leadership, and Online Instructional Design.
harrietwatkins's curator insight,
August 24, 2024 10:34 PM
This is a fantastic program! Its practical, real-world based and applicable to many areas of industry where teaching and learning, training and development are used.
Katlego Mofokeng's curator insight,
May 19, 3:46 PM
Using technology in education proves affective in helping students/ learners accelerate their learning progress.
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"Accessible artificial intelligence (AI) tools can help educators streamline course development, integrate evidence-based teaching strategies, and optimize workflows for more efficient, individualized instruction."
EDTECH@UTRGV's insight:
"The future of teaching is not about replacing instructors with AI but about empowering them with AI tools to become more effective, efficient, and impactful educators."
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From
www
"People are more irreplaceable than ever before, even in the age of automation. Especially in the age of automation."
EDTECH@UTRGV's insight:
"[B]y removing low-value, repetitive tasks, it sharpens the distinctly human capabilities that underpin trust in business: judgment, creativity, intuition, ethical reasoning and emotional intelligence."
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Better voice datasets can lead to more effective speech recognition that improves learning for students who don’t speak English.
EDTECH@UTRGV's insight:
"For non-native English speakers, AI-powered Automatic Speech Recognition (ASR) technologies represent a needed scalable solution that can improve English language access and proficiency. Unfortunately, current ASR systems fall short for non-English learners."
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"AI isn’t destroying learning, it’s exposing how education replaced thinking with ritual."
EDTECH@UTRGV's insight:
"We now inhabit dynamic webs of information that are interconnected, contextual, and "collapse" into real-time information. Facts are accessible, mutable, and rarely final like the ink of a book. Meaning emerges through relationships rather than recall. In this environment, judgment matters more than memory, and synthesis matters more than storage."
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A writer instructor recognizes the role of AI on campus, while elevating social connection and humanity into the college experience.
EDTECH@UTRGV's insight:
"If ChatGPT helped them get there, fine. What matters is what they did after. Did they question it? Did they revise it? Did they decide it wasn’t quite right and try again?"
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"In late 2022, when generative AI tools landed in students’ hands, classrooms changed almost overnight. Essays written by algorithms appeared in inboxes. Lesson plans suddenly felt outdated. And across the country, schools asked the same questions: How do we respond — and what comes next?"
EDTECH@UTRGV's insight:
"This was my lightbulb moment. If we could use AI tools to develop engaging and accessible reading passages for students, we could also teach foundational AI literacy skills at the same time."
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From
fortune
Exclusive new data finds that companies value certificates, skills, and real-world experience over traditional academic pedigrees.
EDTECH@UTRGV's insight:
"86% of employers now see nondegree certificates as valuable indicators of job readiness."
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Universities must be not only knowledge producers but also anchors of stability and innovation and knowledge diplomats strengthening democracy
EDTECH@UTRGV's insight:
"[U]niversities have to see that our curriculum must prepare students not just to survive instability, but to innovate within it."
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I guess I will start off with the blogger cliche: it has been a while. I know. It’s not that I don’t have anything so say – it’s just that it feels repetitive to keep talking about Ai. It never really improves – not in any true way. And the news just keeps getting worse and worse.
EDTECH@UTRGV's insight:
"People are finding Ai-chatbots annoying. Research is starting to find that Ai is harming critical thinking skills rather than helping it. Even if someone could find good news about it, all of the environmental and social harm it causes would still outweigh any benefits."
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From
rdene915
"Many conversations have been happening focused on artificial intelligence, especially over the past three years since the launch of ChatGPT. There have been many new technologies developed and advancements in education and work as a result of AI-powered tools. And now, something else is becoming part of the conversation. Have you heard about 'agentic AI'?"
EDTECH@UTRGV's insight:
"Agentic AI refers to systems that can take on multi-step tasks, make autonomous decisions within given parameters, and carry out complex workflows with minimal human input."
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As GenAI changes how students study and complete assessments, higher education educators must focus on metacognition, clarity and connection, says Patrice Seuwou
EDTECH@UTRGV's insight:
"Well-designed AI tools can reduce cognitive overload by providing examples, structured explanations or formative feedback, allowing students to concentrate on reasoning and interpretation. Yet this potential is only realised if students are explicitly taught metacognition, the ability to think about their own thinking."
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Digital Promise has announced the launch of the K-12 AI Infrastructure Program, a multi-year initiative "aiming to close the gap between scientific principles of teaching and learning and the promise of generative artificial intelligence."
EDTECH@UTRGV's insight:
"The program, supported by core partners Learning Data Insights, DrivenData, Massive Data Institute at Georgetown University, and Catalyst @ Penn GSE, will issue $26 million in grants over the next four years to develop openly shared datasets, models, benchmarks, and other foundational AI infrastructure. The resulting resources will be openly licensed for free use to improve the use of AI for teaching and learning, according to a news announcement."
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"A student reflects on how generative artificial intelligence is reshaping learning and cognitive development, urging colleges and universities to guide students toward responsible uses of AI to preserve critical thinking skills."
EDTECH@UTRGV's insight:
"As the first generation to grow up with AI, current college students must use it productively and ethically. We need to be a part of creating the norms that shape its use—before it shapes us."
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From
www
"After years of accelerated hype, 2026 is shaping up to be a year of 'recalibration' for artificial intelligence (AI)."
EDTECH@UTRGV's insight:
"[T]he next era of AI will not be defined by more powerful models or more compute-intensive calculations, but by consistency, credibility, trust and the ability to interpret emotion, nuance and situational cues with enough fidelity to feel meaningfully helpful."
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Technology is driving at least two trends in young people that colleges should have an answer for: self-education and loneliness. Meanwhile, employers increasingly value social and collaborative skills that AI cannot provide.
EDTECH@UTRGV's insight:
"As AI handles more analytical tasks, the premium on distinctly human capacities — reading complex social dynamics, building trust across difference, exercising judgment in ambiguous situations — will only grow. Colleges may be the last institution proficient in developing these human capabilities at scale."
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2025 was a big year for AI. New models were released and the impact of the technology on the classroom and society increased
EDTECH@UTRGV's insight:
"Perhaps what surprised me most in 2025 is not how fast the AI is still advancing -- that’s to be expected -- but how the field of education, particularly higher ed, is still largely playing catch-up in an AI world."
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AI tutors are often held up as an ideal, but prioritizing individualized teaching can detract from the benefits of learning in social environments.
EDTECH@UTRGV's insight:
"Individualized learning has its place. But decades of educational research is also clear that learning is a social endeavor at its core. Classrooms that privilege personalized AI chatbots overlook that fact."
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A resource to help students build safe, ethical, and effective habits when using Generative AI. offering a structured way to reflect on their current use, recognize where GenAI is supporting their learning, and identify when they are over-relying on the technology.
EDTECH@UTRGV's insight:
"This free resource: A Student Self-Reflection Checklist for Strategic GenAI Use helps students build safe, ethical, and effective habits when using GenAI, offering a structured way for them to reflect on their current use, recognize where GenAI is supporting their learning, and identify when they are over-relying on the technology."
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Our students don’t write to impress a rubric--they write to be heard, and using AI to grade student writing misses the mark.
EDTECH@UTRGV's insight:
"What concerns us most about grading our students’ written work with AI is the transformation of their audience from human to robot."
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If language is what makes us human, what does it mean now that large language models have gained “metalinguistic” abilities?
EDTECH@UTRGV's insight:
"AI models may be adept at using language,... but they’re not capable of analyzing language in a sophisticated way."
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From
uxdesign
"Those who follow me on LinkedIn may have gotten the impression that I’m against AI. Nothing is further from the truth. What I’m really against is the notion that you can’t do design without AI so you either learn AI or you’re doomed."
EDTECH@UTRGV's insight:
"Using AI is of course useful for designers. But so is knowing how to use Figma and I put both of those in the same bucket of tactical skills."
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In 2026, AI is transforming LMS platforms into intelligent skill engines. Discover the shift from training delivery to real capability.
EDTECH@UTRGV's insight:
"The intelligent LMS uses AI to connect data, content, skills, and business outcomes. It guides learning journeys, predicts what each role needs next, personalizes experiences, and makes content creation dramatically faster. In 2026, this intelligence will no longer be a differentiator. It will be the baseline expectation."
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"The emergence of large language models has upended familiar assessment practices, and the desire for a technological fix is natural. But my resistance to AI detection tools is not simply pragmatic skepticism about current products. It stems from something much more fundamental: a theoretical impossibility rooted in the very nature of the systems we are trying to detect."
EDTECH@UTRGV's insight:
"Any tool designed to identify the output of a probabilistic system must itself operate probabilistically. And here lies the fatal contradiction: in high-stakes educational contexts where false accusations can permanently damage a student’s academic career, probabilistic detection is fundamentally inadequate."
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From
www
School districts from Utah to Ohio to Alabama are spending thousands of dollars on these tools, despite research showing the technology is far from reliable.
EDTECH@UTRGV's insight:
"More than 40% of surveyed 6th- to 12th-grade teachers used AI detection tools during the last school year, according to a nationally representative pollby the Center for Democracy and Technology, a nonprofit that advocates for civil rights and civil liberties in the digital age. That's despite numerous research studies showing that AI detection tools are far from reliable."
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These advanced AI models could have a dramatic impact on education.
EDTECH@UTRGV's insight:
"Compared with generative AI — AI models that are trained to produce text, images or code based on prompts — AGI implies a “target level of capability for general problem-solving, such as reasoning, planning, sensing and acting, across many domains."
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"This free resource: A Student Self-Reflection Checklist for Strategic GenAI Use helps students build safe, ethical, and effective habits when using GenAI, offering a structured way for them to reflect on their current use, recognize where GenAI is supporting their learning, and identify when they are over-relying on the technology."